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LEARNING PLAN
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This unit is about ____________________________________________
Consider this question ________________________________________
Map of Conceptual Change:
LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1 ______________ Activity 1 (Title)
_________________ Instructions: (specific for students to follow even without the teacher)
_________________
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Instructions: (specific for students to follow even without the teacher)
Activity 5 (Title)
Instructions: (specific for students to follow even without the teacher)
Self-assessment:
Instructions:
Interactive Quiz1
Instructions:
Link :
Screenshot:
Interactive Quiz2
Instructions:
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Link :
Screenshot:
LC 3: ________ Instructions:
_____________ GUIDED GENERALIZATION TABLE
LC 4: ________
_____________ Reason: Reason: Reason:
Learning Targets:
Common Ideas in Reasons:
I can ____________
I can ____________
Enduring Understanding/Generalization:
C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.
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Link: (Online Application/WEB 2.0 for Text Annotation)
Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)
Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)
Instructions:
Learning Targets:
2. Differentiated Products
I can _____________
I can _____________
3. Modality-based Products
4. Integrated Subjects
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5. Design thinking
Analytic Rubric:
Self-Assessment:
Value Integration:
CALENDAR OF ACTIVITIES
WEEK 1
WEEK 2
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WEEK 3
WEEK 4
LEARNING COMPETENCY:
KNOW SHOW
Direction: Direction:
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FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to…”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.
3. CLAIM-EVIDENCE-REASONING TABLE:
ARTICLE/PROBLEM:
QUESTION:
YOUR CLAIM:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
REASONING:
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CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.
ARTICLE:
Q1 Q2 Q3
Q4 Q5 Q6
Q7 Q8 Q9
QUESTION NO. 5:
CLAIM: My answer to the question is
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REASONING: The evidence I chose supports my answer because…
ARTICLE:
Q1 Q2 Q3
Q4 Q5 Q6
Q7 Q8 Q9
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CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
CLAIM-EVIDENCE-REASONING An article or problem is given to the student to read
TIC TAC TOE ASSESSMENT BOARD, ANSWER and analyze.
SHEET AND ANSWER KEY Question(s) are given in line with Make Meaning
competency for students to answer in the form of a tic
tac toe board.
Students have to answer Q5 at the center of the board.
The Q5 question is directly related to the competency.
Students have to select 2 other questions to form a
straight line either horizontal, vertical or diagonal.
In the students’ Answer sheet, a table for the students’
answers to selected questions is provided. The table
contains a part for the Question No., another for
Claim, another for Evidence and a final part for
Reasoning. Each part may have prompts that students
can use to begin their answer. Students have to refer to
article to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated. The Evidence or
supporting text in the article is stated below each
question.
ARTICLE 1:
ARTICLE 2:
ARTICLE 3:
DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.
ANSWER:
Article no. ______ about the _________________ is the best because…
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT:
AUDIENCE:
STANDARDS:
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the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
STANDARDS:
PERFORMANCE STANDARD:
SITUATION:
GOAL:
ROLE:
PRODUCT CHOICES:
AUDIENCE:
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STANDARDS:
SUBJECT 1
SUBJECT 2
COMMON OUTPUT :
PERFORMANCE STANDARDS:
SITUATION
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ROLE
GOAL:
INTEGRATED PRODUCT: (1 output with requirements from another subject area)
AUDIENCE
CRITERIA1 4 3 2 1 0 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING MISSING
1 Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 6A-D.
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TOTAL:
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